Founder of ChatGPT and CEO of OpenAI, Sam Altman, has compared the impact of AI on education to that of calculators, stating that while AI tools will revolutionize education, they will not replace the process of learning itself.
Altman defended the use of artificial intelligence (AI) tools in education during a talk at Keio University in Tokyo recently.
Altman acknowledged that the introduction of AI tools, such as ChatGPT, would likely change the way students approach certain tasks, such as take-home essays.
He described these tools as a new educational instrument, similar to calculators for words. As a result, he emphasized the need for changes in teaching methods and evaluation processes.
“We have a new tool in education. Sort of like a calculator for words,” he said. “And the way we teach people is going to have to change and the way we evaluate students is going to have to change.” He said.
Altman’s visit to Japan was part of a global tour where he engaged with business and political leaders to discuss the potential and regulation of AI.
He consistently advocated for the development of AI regulations, highlighting the risks associated with the technology.
Altman expressed optimism about new regulatory frameworks for AI following his meetings with world leaders, although he did not provide specific details. Nonetheless, he reiterated the importance of safety measures and regulation, emphasizing that the current AI tools are still in their early stages compared to what will be available in the future.
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How students may misuse the tools
While it has garnered attention for its ability to generate human-like conversations, writing, and translations rapidly, it has also raised concerns in various sectors, including education, as many worry that students may misuse the tool or rely on it instead of producing original work.
There are several potential ways in which students may misuse AI tools in an educational setting:
Plagiarism: Students could use AI tools to generate content or essays without proper attribution or originality, leading to plagiarism. They may rely heavily on AI-generated text without fully understanding the concepts or doing their own research.
Lack of critical thinking: Depending solely on AI-generated answers without engaging in critical thinking can hinder students’ ability to develop their own problem-solving skills and analytical thinking. They may become overly reliant on AI tools for providing solutions without fully understanding the underlying principles.
Gaming the system: Students may attempt to manipulate AI tools to achieve desired outcomes, such as using specific keywords or phrases to get favourable responses. This can lead to a superficial understanding of the subject matter and undermine the learning process.
Over-reliance on correct answers: AI tools can provide accurate answers, but they may not always provide the necessary context or explanations. Students who rely solely on AI-generated responses may miss out on deeper learning and conceptual understanding.
Lack of creativity and originality: AI tools can assist in generating content, but they may stifle students’ creativity and original thinking. By relying too heavily on AI-generated ideas, students may struggle to develop their own unique perspectives and innovative approaches.
Educators and institutions should be aware of these potential pitfalls and implement strategies to guide students in the responsible use of AI tools. This can involve educating students about the limitations of AI, promoting critical thinking skills, encouraging independent research and analysis, and emphasizing the importance of originality and academic integrity.
Concerns about job displacement
Regarding concerns about job displacement, Altman attempted to alleviate fears by stating that while some jobs may become obsolete, he believed the impact on employment would not be as significant as anticipated. He anticipated the emergence of new job categories, asserting that most predictions about job displacement caused by AI are inaccurate.